9:00am The Neuroscience of emotion, troubled behaviour and the

child's ability to learn

Dr Margot Sunderland, Director The Centre for Child Mental

Health

10:00am Lady Margaret Primary School

10.20am Gifford Primary School

10.40am Clifton Primary School

11:00am Break & market stalls

11.15am Ravenor Primary School

11:35am West Twyford Primary School

11.55am Oldfield Primary School

12.15pm Q&A

12.30pm Close and market stalls

Programme Agenda

Welcome from the chair Karen Gibson, Health Improvement

Manager

Opening remarks Serena Foo, Ealing CCG Clinical Lead

1. Whole Needs Assessment – a detailed analysis of need and provision 2. Supporting Co-production - focus on services shaped by young people 3. Workforce & Training – a detailed training & development needs analysis of

the whole workforce 4. Community Eating Disorder Service – an enhanced service 5. Transforming Pathways – a commitment to supporting schools to implement

a whole schools approach to emotional wellbeing & mental health 6. Enhanced Support for Learning Disabilities & Neuro Development Disorders

– enhancing service provision and improved care pathways 7. Crisis & Urgent Care Pathways – a new model of service delivery 8. Embedding FiM locally – infant mental health and preventative care for

young offenders including better links with schools

Future in Mind A new national plan to improve child and adolescent mental health

8 Local Priorities for Ealing

Increased Confidence In determining need and understanding where the gaps are

Increased knowledge Existing pathways and the training needs of staff groups

So far…. • 6 innovative pilots run in schools to meet local need • Mental Health Improvement Officer post to support Schools • New Youth Justice Assessment & Treatment service • An enhanced Community Eating Disorder service launched April 2016 • A 12 month pilot Out-of-Hours service launched in Feb 2016 • An 18 month pilot Infant Mental Health Service launched in Feb 2016

Future in Mind – So far! A new national plan to improve child and adolescent mental health

The Neuroscience of

emotion, troubled

behaviour and the

child's ability to learn

Dr Margot Sunderland, Director The

Centre for Child Mental Health

Q&A

www.pshe-association.org.uk

Identification and

Analysis of Need Lady Margaret Primary School

Identification and Analysis of Need

RISK?

Already on a journey………….

SEN graduated response

No whole school picture

In school counsellor

EP

CAMHS SEMH at Lady

Margaret

Spence

SDQ

CASE

GLS E-L screen

PSHE Sleuth

Circle time

SMSC

Reactive rather than proactive

Issue specific interventions

PASS EXISTING SEMH SCREENING METHODS

OTHER VULNERABILITIES/ FACTORS

Many children with

low scores were already

identified and being supported

Positive picture overall: but group level analysis

was particularly revealing and useful

Gave additional insight about concerns we already had

Classes piloting Relax ED mindfulness techniques Small groups working on Relax ED mindfulness intervention program ( 1 KS1 and 1 KS2) Circle time focus for some of the issues raised by PASS Targeting pupils who have poor attitude to attendance Development of a robust mental health policy

Evaluation: using PASS and other measures for short term impact Further projects to address needs identified Full school PASS screen next year to look at longer term improvements

And now…….

Creating a whole-school approach to mental health and wellbeing Gifford Primary School

Gifford Primary School Project Leads:

Veronica Romain – Assistant Head & SENCo

and

Toni George – Deputy Head(Achievement)

Our School

4 form entry primary school with 900 pupils

Placed in ‘Notice to improve’ in November 2008 due to attainment and progress

Inspected October 2009 ‘Satisfactory’ with many good features (incl. ‘good capacity for improvement’)

7 years of improved SATs results and outstanding progress

Closed the gap by removing significant barriers, e.g. Place 2 Be

Inspected May 2013 – ‘Outstanding’

National Support School Status – April 2014

“Care shown for vulnerable

pupils is outstanding”.

Background

To create a whole-school approach.

Improving staff understanding of Attachment

Our Aim

Pupils to engage and achieve

To support teachers

Our Project - What we did

Key staff training by Place2Be

Follow up small group sessions

Education Psychologist from P2B gave targeted support

Small group sessions led by P2B project manager and SENCo

Measured outcomes via Strength and Difficulties Questionnaires and questionnaires

Our Project - What we learned

11

20

22

16

14

6

0

5

10

15

20

25

Yes- minor

difficulties

Yes- minor

difficulties May '16

Yes- definite

difficulties

Yes- definite

difficulties May '16

Yes- severe

difficulties

Yes- severe

difficulties May '16

Overall, do you think that this child has emotional difficulties?

Our Project – outcomes... peer relations

14

26

15

6

0

5

10

15

20

25

30

Only a little May ‘16 A great deal

May ‘16

Our Project – What we learned ...in the classroom

7

23

17

8

0

5

10

15

20

25

Only a little May ‘16 A great deal May ‘16

Our Staff...

Final words...

“It really helped me

to focus in order to have a better

understanding of the child and how to

better support their individual needs.”

TA

“I have learnt how to better build safe relationships

with pupils by actively listening to pupils, being observant of

pupil's behaviour” FS1 Teacher

“We spoke about building up a positive relationship with a child in my class, who often defies or ignores members of staff. The child's behaviour is far more

settled in class.” Y4 Teacher

Our Children

Final words...

The mind explorers Clifton Primary School

The Mind Explorers @ Clifton Primary School

A mindfulness intervention to

support the development of

children’s attention and emotion regulation

Lynne Copeland Educational Psychologist

Sheila Armstrong Occupational Therapist

Laura Corrigan Assistant Head Teacher for Inclusion

Sensory-based

Strategies Psychology

Educational Psychologist

Occupational Therapist

Mindfulness

Trained Mindfulness

Teachers

Mindfulness involves learning to direct our attention to our

experience as it is unfolding, moment by moment, with open

minded curiosity and acceptance.

Jon Kabat-Zinn (1996)

Mindfulness All

Party Parliamentary Group (APPG)

SMSC

Spiritual

Moral

Social

Cultural

Character Education

What is mindfulness?

We can train our brains

Sensory input

Processing Response

Participants

Improved Attention Regulation

Improved Emotion Regulation

ATTENTION What is attention?

Where is your attention?

Being in charge of your attention

SENSORY MODULATION

How is your car engine running?

Fast/ Slow/ Just Right?

EMOTION REGULATION Noticing how your

body feels What’s going on in our

brains? Reacting versus

Responding

Mindfulness

YES NO

Enjoy Classes 4 0

Has helped in general 4 0

Better in tests 2 2

Focus better in class 4 0

Happier at home 4 0

Happier at school 4 0

Calm down when upset 4 0

Avoids fights/arguments 3 1

Do better at sports/music 1 3

Fall asleep at nights 2 2

Make decisions 3 1

Use in the future? 3 1

Taught anyone else? 1 3

Should all children learn these skills?

4 0

Lynne Copeland lcopeland@ealing.gov.

uk

Sheila Armstrong Sheila.armstrong1@gm

ail.com

Break

&

Market Stalls

www.pshe-association.org.uk